Abstract: The importance of question bank construction in medical education has been well proved. However, there are still some weaknesses in the clinical teaching assessment question bank, including the inconsistency between assessment and clinical practice, the lack of coherence in question bank updates, and the mismatch between proposition and student learning stage. To address these issues, this article explores a teaching model which connects flipped classroom with student independent proposition and analyzes the advantages of applying flipped classroom to question bank construction. The connection between the two effectively established a regular updating mechanism for question banks, thus improve the construction of question banks in current medical education. It may support the capacity building of students′ self-oriented and regulated learning and improve the quality of teaching assessment.

Key words: medical education, flipped classroom, autonomous proposition, question bank construction